Low-SES engagement in schools

Breanna Grant                                                                                 Low-SES Engagement

There are seven differences between middle-class students and low-income students in schools. By understanding these differences, teachers will be able to tackle the negative effects of poverty on students engagement in the classroom. There are 7 main problems when it comes to low-SES student engagement:

1.One reason that low income students struggle with classroom engagement is because of poor health and nutrition. Two neuroscientists performed studies and found that intelligence is linked to health (Jensen, 2013). The poor are less likely to exercise, go to the doctor, or receive any medicines needed for health issues. This can lead to untreated ear infections, lead exposure, and asthma which can affect memory, reasoning, attention, and learning (Jensen, 2013). Exercising feeds the brain oxygen. Slow stretching with deep breaths during class breaks is one simple way to integrate this. It is also important to not take away recess if a child has misbehaved. This can help students better manage themselves, as well as reduce some issues with poor nutrition and build student health.

2.The second reason that students struggle is because of low vocabulary. Low socioeconomic students have a smaller vocabulary than middle-class students. Children from low-income families hear about 13 million words by age 4, while children from middle-class families hear about 46 million words by age 4 (Jensen, 2013). When children do not know the meanings of words, they are more likely to be less motivated, tune out, and feel like school is not for them. There are many ways to build vocabulary among your students. You can integrate word practice into daily routines, have students play games with each other, or use enrichment to introduce new vocabulary.

3.The third reason is because of a lack of effort. Many students from poor families are unmotivated because of lack of hope and optimism. Students may give up because it is a learned helplessness from stress disorder and depression, which can be from family financial hardships. According to ASCD, research from 60 high-poverty schools says that the primary factor in student motivation is not the students home environment; it is the school and the teacher (Jensen, 2013). Effort can be taught and many teachers do this every day. If you think back, you probably remember a class where you worked harder because you liked the teacher and activity. To motivate students, a teacher needs to build strong relationships with their students. They also need to make connections to students’ worlds so that they see a reason to perform the task at hand. It is also important to make sure that you are giving as much positive feedback as you are negative feedback, if not more. Positive reinforcement and feedback challenges and encourages students to keep trying.

4.Low-income students usually think negatively rather than positively about their future events. When students think negatively, they may not even try or put in any effort. Use positive remarks to push students to achieve. Instead of saying something like “Don’t feel bad that you didn’t finish,” say something like “You can do it. Just keep trying a little longer and that brain power will begin flowing.” It is also not good to use comforting phrases that imply the student not being good at one thing and being better at another thing. Guide students into making better strategy choices and having a positive attitude.

5.Low-SES children show signs of short attention spans, high levels of distraction, and difficulty generating new solutions to problems (Jensen, 2013). Many children who struggle cognitively exhibit problem behaviors or show helplessness. When teaching, focus on the core academic skills that students need the most. You can begin with things like how to organize, take notes, prioritize, and remembering key ideas. Teach small then go deeper. Students will need encouragement, positive feedback, and persistence.

6.According to ASCD, three-quarters of all children from poverty have a single-parent caregiver (Jensen, 2013). This can lead to instability and uncertainty because the child is missing a role model. Parents also tend to give more negative reprimands than positive. This can be because the parents is worrying about paying the bills and may be grumpy. This can lead to insecurity and stress for the child. Because many students lack having both of their parents around as role models, it is important for their teachers, people they see eight hours a day, to be positive role models for them. We can do this by asking them about their family, hobbies, and what is important to them. We can also teach them what is right and wrong rather than just telling them. So if a student rolls their eyes at you, talk with them for a minute after class and explain the cons of behavior like this and how they should respond in a situation like this. Let them know that they are not in trouble and that you are just trying to teach and help them.

7.Children from low-income families gain chronic stress from their parents’ stress. This can affect their brain development, academic success, and social competence. Distressed children exhibit one of two behaviors: angry assertiveness (back talk, getting in the teacher’s face, inappropriate facial expressions) or disconnected passivity (not responding to questions, slumping/slouching, disconnection). Including fun and relaxing activities in the classroom can help some students relieve stress. It is also important to not be very controlling over the students’ life. Having a sense of control helps the student to diminish the effects of stress.

Jensen, E. (2013). How Poverty Affects Classroom Engagement. [online] ASCD. Available   at: http://www.ascd.org/publications/educational-  leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-  Engagement.aspx [Accessed 30 Oct. 2017].